Ayon sa memorandum OUCI 2020-307 na inilabas ng Department of Education, ang bawat paaralan ay maaaring alamin ang mga learning activities at limitahan ito upang makapag-focus ang mga mag-aaral sa pinakamahalagang kasanayan na dapat nyang matutunan. Isang paraan din ito upang mabawasan ang stress and learning anxiety ng bawat mag-aaral habang naga-adjust sila sa bagong normal sa edukasyon.
Nakasaad din sa memorandum na ito na bibigyang konsiderasyon ang mga mag-aaral hinggil sa paggawa at pagpapasa ng kanilang mga learning outputs.
Narito ang bahagi sa nasabing memorandum kung saan tinakalakay and pagbabawas at pagdadagdag ng mga learning activities na nasa SLM/LAS.
To help reduce stress and anxiety, the following measures are highly recommended:
a. Schools may determine activities contained in the Self Learning Modules (SLMs) or Learning Activity Sheets (LAS) for the first quarter which may be declared as optional so that learners are enabled to focus only on the most essential activities while allowing the fast learners to perform additional tasks;
Examples:
(i) On pretest/post-test with 6 or more items. Learners may answer five (5) items only
(ii) The additional; enrichment activities in the SLM maybe for the fast learners
For Key Stage 1
For a grade level with one teacher in a section handling all the subjects like in Grade 1, the teachers may consider interdisciplinary integration to moderate the activities to be accomplished. Such integration will be based on the development of reading and writing skills and numeracy.
For Key Stage 2, 3, 4
For a grade level with several teachers handling the subjects in a section like in Grade 7, the teachers may negotiate for interdisciplinary integration to moderate the activities to be accomplished across the SLM/LAS.
b. Additional learning activity sheets may be made available for fast learners who need enrichment activities;
c. For the succeeding quarters, learning tasks in the SLMs or other development materials may be streamlined to ensure that learning development is manifested and that activities or exercises sufficiently cover/ develop the learning competencies leading to mastery (e.g. not too many times of the same difficulty level to cover the same MELCs);
d. Schools should put a premium on the instructional management tasks of teachers in their workload or assignments (e.g. teachers should not be burdened on printing and distribution of modules);
e. Support to the mental-health/socio-emotional wellbeing of teachers, students, and their parents or learning facilitators should be expanded by organizing group wellness sessions and the like;
f. Time allotment for the completion/submission of activities/task of learners may be reconsidered;
g. Learners and home learning facilitators found to be experiencing difficulties shall be provided additional support by the teachers/learning support aides;
Source: DepEd Memo OUCI-2020-307
Pagbabawas at pagdadagdag ng learning tasks sa mga Modules at Activity Sheets
Reviewed by Anonymous
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November 05, 2020
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Reviewed by Anonymous
on
November 05, 2020
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